Transforming School Mental Health Services Based on a Culturally Responsible Dual-Factor Model

Autor/inn/en	Lazarus, Philip J.; Doll, Beth; Song, Samuel Y.; Radliff, Kisha
Titel	Transforming School Mental Health Services Based on a Culturally Responsible Dual-Factor Model
Quelle	In: School Psychology Review, 51 (2022) 6, S.755-770 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0279-6015
DOI	10.1080/2372966X.2021.1968282
Schlagwörter	Mental Health Programs; Change; Program Improvement; Cultural Awareness; Models; Change Strategies; Equal Education; Anxiety; Depression (Psychology); Disadvantaged; Power Structure; Student Recruitment; School Holding Power; Prevention; Health Promotion; Minority Group Students + Suchen Sie Ihr Suchwort? Wandel; Cultural identity; Kulturelle Identität; Analogiemodell; Lösungsstrategie; Angst; Prävention; Vorbeugung; Gesundheitsfürsorge; Gesundheitshilfe; Reihenuntersuchung
Abstract	In this article the authors advocate for a culturally responsible dual-factor model for the delivery of mental health services in the schools. This case is made because too many children are not receiving the mental health care they need in order to succeed in school and life. This is especially true for Black, Indigenous, children of color, and other minoritized youth. This transformative approach will require a dramatic change in how school psychological services are currently being delivered. The culturally responsible dual-factor model places a much greater emphasis on psychological well-being (as opposed to psychopathology), unwavering attention to rectifying discriminatory disparities in school mental health practices, an emphasis on population-based over individually focused mental health services, and a commitment to ensuring access for all children--not just those who are receiving special education services or 504 accommodations. This model is proactive and prevention oriented and focuses on equity. The case is presented that we continue to have a mental health crisis in today's youth with an increase in anxiety and depression. The authors conclude the article with implications for school psychology training, public policy and advocacy, and school-based practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01